Focus IM is focused on empowering students on the introductory programs' opportunities to pursue their studies with an inclusive approach that takes into account students' diverse socio-economic situations, gender, ethnicities and disabilities. The Gothenburg Region Association of Local Authorities (GR) is a support-seeking organization and project owner for Fokus IM. Despite early efforts to support pupils during primary school, a significant proportion of pupils become unauthorized to upper secondary school. This is particularly evident in West Sweden, where the level of eligibility for upper secondary school in several areas is below the national average. The Introductory Programs (IMs) aim to give these students a pathway into the secondary school's national program or labor market, but the target group for these programs is heterogeneous and includes everything from students who only lack a few grades to those who are far from becoming eligible. A major challenge highlighted by the project's actors is the problematic school absence for students on IM, lack of motivation and belief in the future, and mental illness. Similarly, the proportion that is far from upper secondary school eligibility has increased. These changing student needs justify a focus on activities that increase the target group's presence, motivation, confidence in the future and employability, rather than just achieving eligibility for further studies. This is to avoid lock-in effects where education does not lead to actual improvements in the students' life situation. To achieve a comprehensive effect and local anchoring in the project implementation, Fokus IM involves 10 municipalities from all over Västra Götaland and the four municipal associations. These municipalities will run local sub-projects and carry out activities for the project participants – i.e. for pupils on the introductory programmes. • Alingsås, Gothenburg, Kungsbacka and Partille (Gothenburg Municipal Association) • Land and Vårgårda (Boråsregionen/Sjuhärad Municipal Association) • Skövde and Tidaholm (Skaraborg Municipal Association) • Trollhättan and Vänersborg/Kunskapsförbundet Väst (Fyrbodal Municipal Association) Focus IM can be linked to Västra Götaland's regional development strategy (RUS) for 2021-2030 and the cross-sectoral force collection completed studies. Given that the Gothenburg Region (GR) together with Fyrbodals Kommunförbund, Skaraborgs Kommunförbund and Boråsregionen/Sjuhärads Kommunförbund are part of the effort and carry out joint efforts within the framework of the sub-regional knowledge nodes, the municipal associations and VGR are to be regarded as central partners in project Focus IM. GR will, in the role of project owner, take great responsibility for regionally taking care of the project's results and dissemination, and work for cross-border cooperation and equalization of regional differences. The overall goal of Focus IM is that more students on the introductory programmes in the local sub-projects complete their studies than before the Focus IM project. This goal addresses the challenge that the pupil target groups at IM are at a greater risk of study interruption than those at national programmes. In order to reach milestone 1 - pupils receiving interventions within a local sub-project should make progress in relation to the overall goal that more pupils complete their studies than before project Focus IM - the following possible activities will be implemented: • Motivational counselling (MI), which may include the student's mentor based on this methodology in the ongoing individual support counselling. • In some sub-projects, MI will mean that students will learn different self-leadership tools for their belief in the future and mental health. • General life skills in targeted thematic lessons or in the context of a new course for the pupils concerned. It will be about increasing their participation in society and in adulthood and include elements such as everyday economy, moving away from home, physical and mental health, gender equality and opportunities for community engagement. • Thematic lessons in study techniques and planning for increased participation and motivation. • Participation in a health centre or in a similar form, where students are trained in health promotion activities. • Reinforced guidance that demonstrates the possibility of different paths forward in life. • Possibly carry out targeted visits during high school fairs and similar meeting places. • Activities to stimulate young people's participation and influence and capture their own voices about their school and life situation. The above examples of activities will be followed up individually according to the participants' progress in increasing attendance and motivation and confidence in the future (indicators). It is important to point out that these activities should be seen as a necessary complement to the theoretical studies – the study of the non-quali